Garuda - Garba Rujukan Digital

KEPEMIMPINAN KEPALA SEKOLAH DALAM PENGEMBANGAN MANAJEMEN BERBASIS SEKOLAH PADA JENJANG SEKOLAH DASAR Mahadi Kesuma Rambe; Iwan Purnama; Sakinah Ubudiyah Siregar; Marlina Siregar; Aziddin Harahap
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10169

ABSTRACT This study is grounded in the importance of the principal’s role as an educational leader. School program planning constitutes a strategic responsibility aimed at improving educational quality through the implementation of School-Based Management. This study aims to describe the principal’s leadership in planning the development of School-Based Management (SBM) at SD Negeri 01 Pangkatan using a qualitative approach with a descriptive method. The research subjects include the principal, classroom teachers, Physical Education (PJOK) teachers, and educational staff, with data collected through interviews, observations, and documentation. The data were analyzed through stages of data reduction, data display, and conclusion drawing. The findings indicate that the principal’s leadership in planning SBM development is carried out in a participatory manner by involving teachers and educational staff in formulating the school’s vision and mission, designing work programs, and managing school resources. The principal acts as a director, coordinator, and decision-maker, supported by effective communication and coordination, enabling the development of systematic programs aligned with school needs. Therefore, participatory and communicative leadership contributes to enhancing stakeholder involvement and improving the quality of education. ABSTRAK Penelitian ini dilandasi oleh pentingnya peran kepala sekolah sebagai pemimpin dalam dunia pendidikan. Perencanaan program sekolah merupakan tanggung jawab strategis untuk mendorong peningkatan mutu pendidikan melalui penerapan Manajemen Berbasis Sekolah. Penelitian ini bertujuan mendeskripsikan kepemimpinan kepala sekolah dalam merancang pengembangan Manajemen Berbasis Sekolah (MBS) di SD Negeri 01 Pangkatan dengan pendekatan kualitatif metode deskriptif. Subjek penelitian meliputi kepala sekolah, guru kelas, guru PJOK, serta tenaga kependidikan, dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. Data dianalisis melalui tahapan reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kepemimpinan kepala sekolah dalam perencanaan pengembangan MBS dilaksanakan secara partisipatif dengan melibatkan guru dan tenaga kependidikan dalam perumusan visi dan misi, penyusunan program kerja, serta pengelolaan sumber daya sekolah. Kepala sekolah berperan sebagai pengarah, koordinator, dan pengambil keputusan, didukung oleh komunikasi dan koordinasi yang baik sehingga program sekolah tersusun secara sistematis sesuai kebutuhan. Dengan demikian, kepemimpinan yang partisipatif dan komunikatif berkontribusi dalam meningkatkan keterlibatan warga sekolah dan mutu pendidikan.

OPTIMALISASI MANAJEMEN KEUANGAN SEKOLAH DALAM PENGGUNAAN DANA BOS UNTUK MENINGKATKAN KINERJA GURU SEKOLAH DASAR Darpansyah Putra; Aziddin Harahap; Marlina Siregar; Sakinah Ubudiyah Siregar; Junita Junita
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10270

ABSTRACT The urgency of effective management of School Operational Assistance (BOS) funds is a crucial factor in supporting teacher performance and improving the quality of learning. This study aims to analyze the management of BOS funds at SDN 43 Bilah Hulu, identify the challenges encountered, and formulate strategies to optimize school financial management. The study employed a descriptive qualitative approach through observation, interviews, and documentation involving the principal, treasurer, teachers, operator, and school committee as informants. Data were analyzed through data condensation, data display, and conclusion drawing, supported by source and technique triangulation. The results indicate that BOS fund management has been carried out systematically through planning, organizing, implementation, and supervision functions that are participatory, well-directed, and accountable. The funds are utilized for providing learning facilities, technology-based media, and enhancing teachers’ competencies through training and teacher working groups (KKG). The main challenges include limited funds, prioritization of budget allocation, managerial capacity, and issues in supervision and reporting. Optimization strategies are implemented through participatory planning, prioritizing learning quality, strengthening supervision, and ensuring transparency and accountability. The study concludes that the success of BOS fund utilization is largely determined by the school’s managerial capacity in setting priorities, building coordination, and maintaining accountability, which in turn has a tangible impact on teacher performance and the quality of learning. ABSTRAK Urgensi pengelolaan dana Bantuan Operasional Sekolah (BOS) yang efektif menjadi faktor penting dalam mendukung kinerja guru dan peningkatan mutu pembelajaran. Fokus penelitian ini adalah menganalisis pengelolaan dana BOS di SDN 43 Bilah Hulu, mengidentifikasi kendala yang dihadapi, serta merumuskan strategi optimalisasi manajemen keuangan sekolah. Penelitian menggunakan pendekatan kualitatif deskriptif melalui observasi, wawancara, dan dokumentasi dengan kepala sekolah, bendahara, guru, operator, dan komite sekolah sebagai informan. Analisis data dilakukan melalui kondensasi data, penyajian data, dan penarikan kesimpulan dengan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa pengelolaan dana BOS telah dilaksanakan secara sistematis melalui fungsi perencanaan, pengorganisasian, pelaksanaan, dan pengawasan yang partisipatif, terarah, serta akuntabel. Pemanfaatan dana diarahkan pada penyediaan sarana pembelajaran, media berbasis teknologi, serta pengembangan kompetensi guru melalui pelatihan dan KKG. Kendala utama meliputi keterbatasan dana, penentuan prioritas anggaran, kemampuan manajerial, serta tantangan dalam pengawasan dan pelaporan. Strategi optimalisasi dilakukan melalui perencanaan partisipatif, prioritas pada mutu pembelajaran, penguatan pengawasan, serta penerapan transparansi dan akuntabilitas. Simpulan penelitian menegaskan bahwa keberhasilan pemanfaatan dana BOS ditentukan oleh kapasitas manajerial sekolah dalam menetapkan prioritas, membangun koordinasi, dan menjaga akuntabilitas sehingga berdampak nyata pada kinerja guru dan kualitas pembelajaran.

PENGARUH GAYA KEPEMIMPINAN KEPALA SEKOLAH DAN DUKUNGAN KOMITE SEKOLAH TERHADAP PENINGKATAN MUTU PENDIDIKAN SEKOLAH DASAR DI KECAMATAN BILAH HULU I Hasan Maksum; Aziddin Harahap; Marlina Siregar; Sakinah Ubudiyah Siregar; Junita Junita
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10297

ABSTRACT This study is motivated by the importance of improving the quality of education, which still faces challenges related to the effectiveness of principals’ leadership styles and the support of school committees in the implementation of education. The purpose of this study is to examine the influence of principals’ leadership styles and school committee support on improving the quality of education in Cluster 2 of Bilah Hulu District, both partially and simultaneously. This research employed a quantitative approach with an ex-post facto design. The population consisted of 168 public elementary school teachers, with a sample of 50 respondents selected proportionally. Data were collected through questionnaires using a Likert scale and then analyzed using descriptive statistics and multiple linear regression. The results indicate that the instruments used met the criteria of validity and reliability, and there is a strong and significant relationship among the variables. Partially, both the principals’ leadership style and school committee support have a significant effect on the quality of education. Simultaneously, these two variables contribute 72.2% to the improvement of educational quality. Thus, it can be concluded that the more effective the principal’s leadership style and the higher the level of school committee support, the greater the improvement in educational quality. ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya peningkatan mutu pendidikan yang masih menghadapi kendala terkait efektivitas gaya kepemimpinan kepala sekolah dan dukungan komite sekolah dalam penyelenggaraan pendidikan. Penelitian ini bertujuan untuk mengkaji pengaruh gaya kepemimpinan kepala sekolah dan dukungan komite sekolah terhadap peningkatan mutu pendidikan di Gugus 2 Kecamatan Bilah Hulu, baik secara parsial maupun simultan. Penelitian ini menerapkan pendekatan kuantitatif dengan rancangan ex-post facto. Populasi penelitian adalah 168 guru SD Negeri dengan sampel 50 responden yang diambil secara proporsional. Data dikumpulkan melalui kuesioner dengan skala Likert, kemudian dianalisis menggunakan statistik deskriptif dan regresi linear berganda. Hasil penelitian menunjukkan bahwa instrumen yang digunakan telah memenuhi kriteria validitas dan reliabilitas, serta terdapat hubungan yang kuat dan signifikan antarvariabel. Secara parsial, gaya kepemimpinan kepala sekolah dan dukungan komite sekolah terbukti memberikan pengaruh signifikan terhadap mutu pendidikan. Secara simultan, kedua variabel tersebut berkontribusi sebesar 72,2% terhadap peningkatan mutu pendidikan. Dengan demikian, dapat disimpulkan bahwa semakin efektif gaya kepemimpinan kepala sekolah dan semakin tinggi dukungan komite sekolah, maka mutu pendidikan akan semakin meningkat.

KEPEMIMPINAN VISIONER KEPALA SEKOLAH DALAM MEWUJUDKAN SEKOLAH UNGGUL BERBASIS DIGITAL DI GUGUS I BILAH HULU Faisal Efendi Siregar; Iwan Purnama; Sakinah Ubudiyah Siregar; Marlina Siregar; Aziddin Harahap
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10224

ABSTRACT The rapid development of digital technology requires the education sector to transform toward an innovative and adaptive system, making the role of the principal as a visionary leader crucial in improving teacher performance and implementing digital-based learning. This study aims to analyze the role of visionary leadership of the principal, identify the challenges encountered, and examine the strategies implemented in realizing a digitally superior school at SD Negeri 43 Bilah Hulu. This research employed a descriptive qualitative approach with a field research design. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles and Huberman, which includes data condensation, data display, and conclusion drawing. The results show that the principal’s visionary leadership plays a significant role in improving teacher performance through role modeling, inspirational motivation, intellectual stimulation, and individualized consideration. However, several challenges were identified, including limited technological infrastructure, disparities in teachers’ digital competencies, and difficulties in implementing adaptive and fair policies. To address these challenges, the principal implemented strategies such as strengthening collaborative leadership, improving the quality of technology-based learning, enhancing teacher competence and professionalism, promoting student achievement, and gradually providing adequate facilities and infrastructure. Thus, it can be emphasized that the principal’s visionary leadership is a key factor in realizing a digitally-based excellent school, as the success of educational transformation is determined not only by the availability of technology, but more importantly by the quality of leadership and the readiness of human resources to manage and optimize it. ABSTRAK Perkembangan teknologi digital menuntut dunia pendidikan untuk bertransformasi menuju sistem yang inovatif dan adaptif, sehingga peran kepala sekolah sebagai pemimpin visioner menjadi sangat penting dalam mendorong peningkatan kinerja guru dan implementasi pembelajaran berbasis digital. Penelitian ini bertujuan untuk menganalisis peran kepemimpinan visioner kepala sekolah, mengidentifikasi hambatan yang dihadapi, serta mengkaji strategi yang diterapkan dalam mewujudkan sekolah unggul berbasis digital di SD Negeri 43 Bilah Hulu. Penelitian menggunakan pendekatan kualitatif deskriptif dengan jenis penelitian lapangan (field research). Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman yang meliputi kondensasi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kepemimpinan visioner kepala sekolah berperan signifikan dalam meningkatkan kinerja guru melalui keteladanan, motivasi, stimulasi intelektual, dan perhatian individual. Namun, terdapat hambatan berupa keterbatasan sarana prasarana teknologi, ketimpangan kompetensi digital guru, serta tantangan dalam penerapan kebijakan yang adaptif dan adil. Untuk mengatasi hambatan tersebut, kepala sekolah menerapkan strategi berupa penguatan kepemimpinan kolaboratif, peningkatan mutu pembelajaran berbasis teknologi, pengembangan kompetensi dan profesionalisme guru, peningkatan prestasi siswa, serta penyediaan sarana prasarana secara bertahap. Dengan demikian, dapat ditegaskan bahwa kepemimpinan visioner kepala sekolah merupakan faktor kunci dalam mewujudkan sekolah unggul berbasis digital, karena keberhasilan transformasi pendidikan tidak hanya ditentukan oleh ketersediaan teknologi, tetapi terutama oleh kualitas kepemimpinan dan kesiapan sumber daya manusia dalam mengelola serta mengoptimalkannya.

PENGARUH GAYA KEPEMIMPINAN TRANSFORMASIONAL, KEPRIBADIAN DAN DISIPLIN KERJA TERHADAP KINERJA GURU MTs Chairul Anwar; Aziddin Harahap; Marlina Siregar; Sakinah Ubudiyah Siregar; Junita Junita
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i2.10170

ABSTRACT This study was motivated by the less-than-optimal performance of teachers at MTs Negeri 2 Labuhanbatu Utara, which is presumed to be related to the principal’s transformational leadership style, teachers’ personality, and work discipline. The objective of this study was to analyze the influence of transformational leadership style, personality, and work discipline on teachers’ performance, with a focus on the relationship among these four variables within the context of madrasah management. The study employed a quantitative descriptive research method. The research stages included instrument development, validity and reliability testing, data collection using a Likert-scale questionnaire (scores 1–5), and statistical data analysis to examine the influence among variables. The respondents consisted of the madrasah principal and civil servant teachers directly involved in the learning process. The results showed that transformational leadership style, personality, and work discipline had a significant effect on teachers’ performance, both partially and simultaneously. These findings indicate that improving teachers’ performance is influenced not only by individual factors but also by inspirational leadership practices and a consistent culture of work discipline. The main conclusion of this study is that strengthening transformational leadership, fostering teachers’ personality, and enforcing integrated work discipline can serve as an effective strategy to improve teachers’ performance in the madrasah. ABSTRAK Penelitian ini dilatarbelakangi oleh belum optimalnya kinerja guru di MTs Negeri 2 Labuhanbatu Utara, yang diduga berkaitan dengan faktor gaya kepemimpinan kepala madrasah, kepribadian guru, dan disiplin kerja. Tujuan penelitian ini adalah menganalisis pengaruh gaya kepemimpinan transformasional, kepribadian, dan disiplin kerja terhadap kinerja guru, dengan fokus pada keterkaitan keempat variabel tersebut dalam konteks pengelolaan madrasah. Penelitian menggunakan metode deskriptif kuantitatif. Tahapan penelitian meliputi penyusunan instrumen, uji validitas dan reliabilitas, pengumpulan data melalui angket skala Likert (skor 1–5), serta analisis data statistik untuk menguji pengaruh antarvariabel. Responden penelitian terdiri atas kepala madrasah dan guru ASN yang terlibat langsung dalam proses pembelajaran. Hasil penelitian menunjukkan bahwa gaya kepemimpinan transformasional, kepribadian, dan disiplin kerja berpengaruh signifikan terhadap kinerja guru, baik secara parsial maupun simultan. Temuan ini menegaskan bahwa peningkatan kinerja guru tidak hanya dipengaruhi oleh aspek individual, tetapi juga oleh praktik kepemimpinan yang inspiratif dan budaya disiplin kerja yang konsisten. Simpulan utama penelitian ini adalah bahwa penguatan kepemimpinan transformasional, pembinaan kepribadian, dan penegakan disiplin kerja secara terintegrasi dapat menjadi strategi efektif dalam meningkatkan kinerja guru di madrasah.

PENGARUH KEPEMIMPINAN TRANSAKSIONAL, MOTIVASI DAN KOMPETENSI TERHADAP KINERJA GURU MADRASAH ALIYAH Sri Bunga; Aziddin Harahap; Marlina Siregar; Sakinah Ubudiyah Siregar; Junita Junita
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i2.10171

ABSTRACT This study was motivated by suboptimal teacher performance in improving learning quality in madrasah, presumed influenced by the principal’s transactional leadership, work motivation, and pedagogical competence. The objective was to analyze the effect of these variables on the performance of civil servant teachers at MAN 2 Labuhanbatu Utara, partially and simultaneously. The study employed a quantitative ex post facto approach. The population consisted of 60 civil servant teachers, all selected as samples using total sampling. Data were collected through a Likert-scale questionnaire tested for validity and reliability. Data analysis included descriptive analysis, classical assumption tests, and multiple linear regression. Results showed that, partially, transactional leadership, work motivation, and pedagogical competence had a significant effect on teacher performance (p < 0.05). Simultaneously, the three variables also significantly affected teacher performance. Regression analysis indicated that pedagogical competence was the most dominant variable, followed by transactional leadership and work motivation. These findings indicate that teachers with strong pedagogical competence, supported by clear transactional leadership in providing direction and rewards, and high work motivation, tend to demonstrate more effective, planned, and consistent teaching performance. These findings suggest that improving teacher performance requires a comprehensive approach through strengthening transactional leadership, enhancing work motivation, and developing pedagogical competence. This study provides important implications for educational management to improve learning quality in madrasahs. ABSTRAK Penelitian ini dilatarbelakangi oleh belum optimalnya kinerja guru dalam meningkatkan kualitas pembelajaran di madrasah, yang diduga dipengaruhi oleh kepemimpinan transaksional kepala madrasah, motivasi kerja, dan kompetensi pedagogik. Tujuan penelitian ini adalah untuk menganalisis pengaruh kepemimpinan transaksional, motivasi kerja, dan kompetensi pedagogik terhadap kinerja guru PNS di MAN 2 Labuhanbatu Utara, baik secara parsial maupun simultan. Penelitian ini menggunakan pendekatan kuantitatif dengan metode ex post facto. Populasi penelitian berjumlah 60 guru PNS yang seluruhnya dijadikan sampel dengan teknik total sampling. Pengumpulan data dilakukan melalui angket skala Likert yang telah diuji validitas dan reliabilitasnya. Analisis data meliputi analisis deskriptif, uji asumsi klasik, dan regresi linier berganda. Hasil penelitian menunjukkan bahwa secara parsial kepemimpinan transaksional, motivasi kerja, dan kompetensi pedagogik berpengaruh signifikan terhadap kinerja guru (p < 0,05). Secara simultan, ketiga variabel tersebut juga berpengaruh signifikan terhadap kinerja guru. Hasil analisis regresi menunjukkan bahwa kompetensi pedagogik merupakan variabel yang paling dominan memengaruhi kinerja guru, diikuti oleh kepemimpinan transaksional dan motivasi kerja. Temuan ini menunjukkan bahwa guru dengan kompetensi pedagogik yang kuat, didukung kepemimpinan transaksional yang jelas dalam memberikan arahan dan penghargaan, serta motivasi kerja yang tinggi, cenderung memiliki kinerja mengajar yang lebih efektif, terencana, dan konsisten. Hasil penelitian ini mengindikasikan bahwa peningkatan kinerja guru memerlukan pendekatan komprehensif melalui penguatan kepemimpinan transaksional, peningkatan motivasi kerja, serta pengembangan kompetensi pedagogik secara berkelanjutan. Penelitian ini memberikan implikasi penting bagi manajemen pendidikan dalam upaya meningkatkan kualitas pembelajaran di madrasah.

PENGARUH DISIPLIN KERJA DAN KOMPETENSI PEDAGOGIK TERHADAP KINERJA GURU SMA Julmahdi Siregar; Iwan Purnama; Sakinah Ubudiyah Siregar; Marlina Siregar; Aziddin Harahap
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i2.10364

ABSTRACT Improving the quality of education is largely determined by teacher performance as the main implementer of the learning process in schools. This study aims to examine the effect of work discipline and pedagogical competence on teacher performance at SMA Negeri 1 Sungai Kanan, both partially and simultaneously. This research employed a quantitative approach with a correlational design involving three independent variables and one dependent variable. The research subjects were all teachers at SMA Negeri 1 Sungai Kanan, with a total sample of 36 respondents. Data were collected using research instruments developed based on the indicators of each variable. Based on the results of hypothesis testing, it was found that work discipline has a significant effect on teacher performance with a coefficient of 0.445. Pedagogical competence also shows a significant effect on teacher performance with a coefficient of 0.592. Furthermore, simultaneously, work discipline and pedagogical competence have a stronger effect on teacher performance, with a coefficient of 0.669. Overall, the results of this study indicate that improving teacher performance can be achieved through strengthening work discipline and enhancing pedagogical competence. These findings imply that efforts to improve the quality of education should focus on continuous professional development of teachers as well as the enforcement of work discipline within the school environment. ABSTRAK Peningkatan kualitas pendidikan sangat ditentukan oleh kinerja guru sebagai pelaksana utama proses pembelajaran di sekolah. Penelitian ini bertujuan untuk mengetahui pengaruh disiplin kerja dan kompetensi pedagogik terhadap kinerja guru di SMA Negeri 1 Sungai Kanan, baik secara parsial maupun simultan. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian korelasional yang melibatkan tiga variabel bebas dan satu variabel terikat. Subjek penelitian adalah seluruh guru SMA Negeri 1 Sungai Kanan dengan jumlah sampel sebanyak 36 orang. Pengumpulan data dilakukan melalui instrumen penelitian yang telah disusun sesuai dengan indikator masing-masing variabel. Berdasarkan hasil pengujian hipotesis, diperoleh bahwa terdapat pengaruh yang signifikan antara disiplin kerja terhadap kinerja guru sebesar 0,445. Kompetensi pedagogik juga menunjukkan pengaruh yang signifikan terhadap kinerja guru dengan nilai sebesar 0,592. Selain itu, secara simultan disiplin kerja dan kompetensi pedagogik memberikan pengaruh yang lebih kuat terhadap kinerja guru dengan nilai sebesar 0,669. Secara keseluruhan, hasil penelitian ini menunjukkan bahwa peningkatan kinerja guru dapat dilakukan melalui penguatan disiplin kerja dan pengembangan kompetensi pedagogik. Temuan ini memberikan implikasi bahwa upaya peningkatan kualitas pendidikan perlu difokuskan pada pengembangan profesional guru secara berkelanjutan serta penegakan disiplin kerja di lingkungan sekolah.

PENGARUH EKSPEKTASI, PEMBERDAYAAN, DAN KEPERCAYAAN DIRI TERHADAP KINERJA GURU SEKOLAH DASAR NEGERI DI KECAMATAN BILAH HULU Khairul Hadi; Sakinah Ubudiyah Siregar; Iwan Purnama; Marlina Siregar; Aziddin Harahap
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.10298

ABSTRACT Teacher performance is a key factor in improving the quality of education; however, it is still influenced by various psychological and organizational aspects that are not yet optimal, such as expectations, empowerment, and self-confidence. This study aims to analyze the effect of expectations, empowerment, and self-confidence on the performance of elementary school teachers in Bilah Hulu District. This research employed a quantitative approach using a survey method involving 120 teachers selected from a population of 172. Data were collected through questionnaires that met validity and reliability requirements and were analyzed using multiple linear regression. The results show that expectations, empowerment, and self-confidence partially have a positive and significant effect on teacher performance. Simultaneously, the three variables also have a significant effect, with an F-value of 50.014 (p < 0.05). The coefficient of determination (R²) of 0.564 indicates that 56.4% of the variation in teacher performance can be explained by these variables. The study concludes that improving teacher performance can be achieved through strengthening professional expectations, optimizing empowerment, and continuously developing teachers’ self-confidence. Therefore, schools need to create a supportive work environment and encourage the development of teachers’ psychological aspects as part of strategies to enhance educational quality. ABSTRAK Kinerja guru merupakan faktor kunci dalam peningkatan mutu pendidikan, namun masih dipengaruhi oleh berbagai aspek psikologis dan organisasi yang belum optimal, seperti ekspektasi, pemberdayaan, dan kepercayaan diri. Penelitian ini bertujuan untuk menganalisis pengaruh ekspektasi, pemberdayaan, dan kepercayaan diri terhadap kinerja guru sekolah dasar di Kecamatan Bilah Hulu. Penelitian menggunakan pendekatan kuantitatif dengan metode survei terhadap 120 guru yang dipilih dari populasi sebanyak 172 guru. Data dikumpulkan melalui angket yang telah memenuhi syarat validitas dan reliabilitas, kemudian dianalisis menggunakan regresi linear berganda. Hasil penelitian menunjukkan bahwa ekspektasi, pemberdayaan, dan kepercayaan diri secara parsial berpengaruh positif dan signifikan terhadap kinerja guru. Secara simultan, ketiga variabel juga berpengaruh signifikan dengan nilai Fhitung sebesar 50,014 (p < 0,05). Nilai koefisien determinasi (R²) sebesar 0,564 menunjukkan bahwa 56,4% variasi kinerja guru dapat dijelaskan oleh ketiga variabel tersebut.. Kesimpulan penelitian ini menegaskan bahwa peningkatan kinerja guru dapat dicapai melalui penguatan ekspektasi profesional, optimalisasi pemberdayaan, serta pengembangan kepercayaan diri guru secara berkelanjutan. Oleh karena itu, sekolah perlu menciptakan lingkungan kerja yang suportif dan mendorong pengembangan aspek psikologis guru sebagai bagian dari strategi peningkatan mutu pendidikan.

PENGARUH MOTIVASI BERPRESTASI, LINGKUNGAN KERJA, DAN BUDAYA INOVASI TERHADAP KOMITMEN ORGANISASI GURU DI SEKOLAH DASAR NEGERI GUGUS 3 BILAH HULU Ibrahim Rambe; Aziddin Harahap; Marlina Siregar; Junita Junita; Sakinah Ubudiyah Siregar
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.10334

ABSTRACT Teachers’ organizational commitment is a crucial element in supporting the improvement of learning quality and educational standards in elementary schools. This study aims to examine the influence of achievement motivation, work environment, and innovation culture on the level of teachers’ organizational commitment in Public Elementary Schools Cluster 3 Bilah Hulu. The research employed a quantitative approach using a survey method. The sample consisted of 102 teachers selected from a population of 136 teachers using the Slovin formula (5%). Data analysis was conducted through multiple linear regression, including classical assumption tests, partial tests, simultaneous tests, and coefficient of determination analysis using SPSS version 26.0. The results revealed that achievement motivation, work environment, and innovation culture, both partially and simultaneously, had a positive and significant effect on teachers’ organizational commitment, with innovation culture emerging as the most dominant variable. These three variables accounted for 61.0% of the variance in teachers’ organizational commitment. The findings emphasize that improving teachers’ commitment requires an integrated approach through strengthening individual motivation, creating a conducive work environment, and continuously developing an innovation culture. This study provides practical implications for schools and policymakers in enhancing educational quality through effective organizational factor management. ABSTRAK Komitmen organisasi yang dimiliki guru menjadi elemen krusial dalam mendukung peningkatan kualitas proses pembelajaran serta mutu pendidikan di sekolah dasar. Penelitian ini bertujuan untuk mengkaji pengaruh motivasi berprestasi, lingkungan kerja, dan budaya inovasi terhadap tingkat komitmen organisasi guru di Sekolah Dasar Negeri Gugus 3 Bilah Hulu. Penelitian menggunakan pendekatan kuantitatif dengan metode survei. Sampel penelitian berjumlah 102 guru dari populasi 136 guru yang ditentukan menggunakan rumus Slovin (5%). Analisis data dalam penelitian ini menggunakan regresi linear berganda dengan tahapan uji asumsi klasik, uji parsial, uji simultan, serta koefisien determinasi melalui bantuan SPSS versi 26.0. Hasil penelitian menunjukkan bahwa motivasi berprestasi, lingkungan kerja, dan budaya inovasi, baik secara parsial maupun simultan, memberikan pengaruh positif dan signifikan terhadap komitmen organisasi guru, dengan budaya inovasi menjadi variabel yang paling dominan. Ketiga variabel mampu menjelaskan 61,0% variasi komitmen organisasi guru. Temuan ini menegaskan bahwa peningkatan komitmen guru memerlukan pendekatan terpadu melalui penguatan motivasi individu, penciptaan lingkungan kerja yang kondusif, dan pengembangan budaya inovasi secara berkelanjutan. Penelitian ini memberikan implikasi praktis bagi sekolah maupun pengambil kebijakan dalam upaya meningkatkan mutu pendidikan melalui pengelolaan faktor organisasi secara efektif.

The influence of principal leadership, school culture, and digital literacy on the performance of teachers at state vocational high schools in Rantau utara Ragil Wahyuda Abrar; Marlina Siregar; Aziddin Harahap; Junita Junita; Muhammad Ardansyah
Indonesian Journal Education Vol. 5 No. 2 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i2.1657

This study aims to examine the influence of principal leadership, school culture, and digital literacy on teacher performance at state vocational high schools in Rantau Utara. A quantitative research approach was employed using path analysis to examine the relationships among the variables. The study involved 65 teachers selected through proportional random sampling. Data were collected using structured questionnaires and analyzed using descriptive statistics, assumption tests, simple correlation, and multiple correlation analyses with SPSS version 22.0. The findings reveal that principal leadership has a positive and significant influence on teacher performance (r = 0.535, p lower than 0.001), followed by digital literacy (r = 0.528, p lower than 0.001) and school culture (r = 0.416, p lower than 0.001). Simultaneously, principal leadership, school culture, and digital literacy explain 60.2% of the variance in teacher performance (R² = 0.602). These findings indicate that strengthening instructional leadership, fostering a positive school culture, and improving teachers' digital literacy are essential strategies for enhancing teacher performance. This study highlights the importance of integrating effective leadership, a supportive organizational culture, and digital competence to improve instructional quality and support the achievement of educational goals in vocational schools.

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